The issues of teacher empowerment and decentralized management have been a part of the educational reform agenda for decades. Recent legislation has required that leadership teams have teacher, support staff, and parent representation, and possibly student representation. Principals receive specific instructions from their Boards of Education as to how the teams are to be chosen. Yet, they have had little training or guidance as to how to lead these teams. The authors have been successful high school principals for a total of sixteen years. In this article, they share their insights, supported by research, which enabled them to work successfully in leading leadership teams to make sound decisions for their schools.